Keywords:
ICTE training engineering
instructional design
teachers' professional skills
teacher training
Morocco

  • Abstract

    Keeping pace with rapid advances in pedagogy and educational technologies requires structured, evidence-based professional development for teachers. In Morocco, national priorities emphasize competency-based upskilling and the integration of Information and Communication Technologies in Education (ICTE). The ADDIE instructional design model Analysis, Design, Development, Implementation, and Evaluation offers a rigorous framework to engineer training aligned with these priorities. This study investigates the effect of ICTE training engineered with the ADDIE model on high-school teachers’ professional skills in the Fes-Meknes region. We employed a quantitative survey using descriptive and analytical procedures to examine associations between training components and competency development. Results show that nine primary independent variables were significantly associated with the dependent outcome (p < 0.005). The model’s coefficient of determination (R² = 0.755) indicates that ADDIE-based ICTE training explains a substantial share of variance in teachers’ professional skills, supporting a strong predictive relationship. Substantively, the findings point to improvements across technological, pedagogical, and communicative competences when training is systematically designed, iteratively refined, and consistently evaluated. These results position ADDIE not merely as a procedural blueprint but as a leverage point for measurable gains in teacher performance. Policy-wise, embedding ADDIE-engineered ICTE programs within regional professional development pathways could accelerate the implementation of competency-based reforms and inform resource allocation through continuous evaluation feedback. Limitations include the single-region scope, self-reported measures, and the cross-sectional design, which constrain causal inference. Future longitudinal and experimental studies should test durability and transferability across contexts. Overall, the study provides robust, practice-oriented evidence that structured training engineering via ADDIE can advance instructional quality at scale.

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Loukili, B. I., Basla, S., Niya, H., & Babounia , A. (2025). Applying the ADDIE model in training engineering for the development of teachers’ professional skills: A case study of the Fes-Meknes region in Morocco. Multidisciplinary Reviews, 9(7), 2026323. https://doi.org/10.31893/multirev.2026323
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